PREPARING PROFESSIONALS FOR CHANGING EDUCATIONAL …



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Department of Child and Family Studies

College of Education

Syllabus

Prefix & Number: CHF 4810

Title: Teaching Early Literacy Skills to Young Children with/without Special Needs

Credit: 3 hours

Semester/Time/Location: Fall 2014/9-10:15/Tues & Thurs/ED 207

Instructor: Neal Nguyen, Ph.D.

Office Location: ED 207

Office Hours: Mons: 9:30-12:30; Tues 3:30-5:30

Telephone/Email: 801-626-7265/nghianguyen@weber.edu

Prerequisite Course(s): CHF 1500

Course Description

This course is designed to explore and understand the current research and studies examining young child’s language and early literacy acquisition. Methods for developing listening, oral/written language, balanced-literacy components, and evidence-based strands of effective reading instruction for typical developing children as well as children with special needs will be covered (0-8). The goal of the course is to trace both the formation and strengthening of basic communication skills as they support early literacy in both classroom and home environments through collaborative practices between teachers and parents.

NAEYC GUIDELINES ADDRESSED

3. Observing, Documenting, and Assessing to Support Young Children and Families

Candidates know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence children’s development and learning.

a. Understanding the goals, benefits, and uses of assessment

b. Knowing about and using observation, documentation, and other appropriate assessment tools and approaches

c. Understanding and practicing responsible assessment

d. Knowing about assessment partnerships with families and other professionals

4. Teaching and Learning

Candidates integrate their understanding of and relationships with children and families; their understanding of developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines, to design, implement, and evaluate experiences that promote positive development and learning for all children.

a. Candidates know, understand, and use positive relationships and supportive interactions as the foundation for their work with young children.

Learning Outcomes

1. Create s developmentally appropriate and challenging learning experiences based on individual student’s strengths, interests, and needs (UFTS/UPTLO 1a/1a).

Measurement/Evaluation: Readings, observation/group discussions, and parent newsletter

2. Designs, adapts, and delivers instruction to address each students’ diverse learning

strengths and needs (UFTS/UPTLO 2b/2a).

Measurement/Evaluation: Readings, group discussions, and literacy case study

3. Encourages students to use speaking, listening, reading, writing, analysis, synthesis, and

decision-making skills in various real-world contexts (UFTS 3f)

Measurement/Evaluation: Readings, group discussions, literacy unit plan, and exams

4. Engages students in applying methods of inquiry and standards of evidence of the

discipline (UFTS 4c)

Measurement/Evaluation: Reading, journal reviews

5. Designs instruction based on approved content standards and research (UPTLO 4c).

Measurement/Evaluation: Readings, literacy unit plan

6. Adjust assessment methods and make appropriate accommodations for English

language learners, students with disabilities, advanced students, and students who

are not meeting learning goals (UFTS 5c)

Measurement/Evaluation: Exams, group discussions

7. Documents student progress and provides descriptive feedback to students, parents, and

other stakeholders in a variety of ways (UFTS 5e)

Measurement/Evaluation: Exams, parent newsletter

8. Use a variety of instructional strategies that elicit and build upon students’ prior

knowledge and experiences (UPTLO 7a)

Measurement/Evaluation: Group discussions, lectures

9. Prepares for and participates actively as a team member in decision-making processes

and building a shared culture that affects the school and larger educational community (UFTS 9a)

Measurement/Evaluation: Literacy case study, parent newsletter

Required Text

Christie, J.F., Enz, B.J., and Vukelich, C. (2011). Teaching language and literacy

(4th ed.). Boston, MA: Pearson.

Recommended Text

Wortham, S. C. (2012). Assessment in early childhood education (6th ed.)

Boston, MA: Pearson

Assignments, Evaluation Procedures, and Grading Policy

1. Journal Review 1 & 2 ~ Due on September 30 and November 18

Students will complete TWO journal article reviews on a topic related to language and/or literacy development, support, instruction, etc. The chosen article must relate to early childhood curriculum (0-8) and originate from scholarly publications. The review will include: (1) a summary, (2) a critique, (3) the students’ personal reflection of the article and how it relates to their practice. The review should be no more than two pages in length. Appropriate reference of the article must be included with the review. There will be a group discussion (practical implications) on the article reviews in class-see weekly schedule below (5 points each – total of 10 points).

Journals and websites to be used for the review:

Child Development, Early Child Development and Care, Phi Delta Kappan, Early Childhood Research Quarterly, Journal of Early Intervention, Zero to Three, Journal of Research on Development in Education, The Researcher, Child Study Journal, American Educational Researcher, Journal of Family Issues, Developmental Psychology, Journal of Language Arts, TESOL Quarterly, Reading Research Quarterly, Journal of Teacher Education, Young Children, Childhood Education, Reading Teacher, Dimensions, Day care and Early Education.

ERIC, google scholar, Weber State research database.

2. Parent Newsletter ~ Due on October 7

Students will create a newsletter to communicate the importance of early balanced literacy experiences for parents. The newsletter should focus on a specific age group (i.e., toddler, 3 year old, Kindergarten age, etc.) and address a variety of elements of early literacy awareness (i.e., reading to young children, books in the home, etc.) to encourage family involvement. At least three different activities appropriate for home should be included. All newsletters should be comprehensive in scope, aesthetically pleasing, include language appropriate for the target audience of parents and families. We will share/discuss parent newsletter in small groups on scheduled date- see weekly schedule below (10 points)

3. Literacy Case Study ~ Due on November 4

The objective of the case study is to explore family reading interests, attitudes, comprehension, strategies, and language development.

Arrange to interview a parent of a young child (birth to 8 years of age). Utilize the Case Report guideline and Literacy Interview questions (if appropriate) included in this syllabus in addition to any questions or procedures you may currently be using in your work with young children. The interview report should include: (1) the questions you asked; (2) your findings; and (3) how the information will impact your practice. Students will prepare and submit a discussion (no more than five pages in length) on the interview. We will share/discuss literacy case study in small groups on schedule date- see weekly schedule below (10 points).

4. Literacy Unit Plan ~ Primary Assignment ~ Due on December 4

Students will choose a theme (e.g., insects, clothes, plants, nature, dinosaurs, space, sports, community helpers, farming, antiques, supermarkets, traveling, the future, time, etc.). The Unit Plan will consist of listening, writing, language and reading experiences for children in early childhood settings. Activities should be developmentally appropriate for the targeted age group. Lesson/activities must reflect a clear and logical sequence/progression of the child’s language development (focus on your theme for all sections of the plan).

Your unit should include: (1) introduction including the purpose/rationale for the unit, (2) goals for the unit correlated to Utah/CCSS (will be discussed in class), (3) skills to be developed, (4) concepts to be developed, (5) 8 activity/lesson plans (follow the lesson plan format in this syllabus) including at least one plan for each of the following age groups: toddler, preschool, Kindergarten, first grade, second grade, (6) six internet resources (3 for use by student and 3 resources for the teacher/parents), and (7) a reflective piece (your thoughts on the use of the unit in your future teaching). We will share/discuss the literacy unit plan in small groups on schedule date- see weekly schedule below (30 points)

5. Midterm and Final Exams ~ on October 21/23 & December 9/11

Each student is expected to complete a Midterm and a Final exam

(essay format) that covers the required readings and lectures. Exam

questions will be graded on accuracy, integration of content, organization and clarity of ideas and concepts, writing mechanics and fluency (see exam rubric at the end of this syllabus). A study guide will be provided/discussed a week prior to the exams. (Each exam is worth 15 points). Missed exam will result in a score of zero.

6. Participation - All students are expected to be ON-TIME for each class meeting AND respectful to other students in the class and the instructor.

All cell phones must be turned off or on vibration mode including the instructor (Students must notify the instructor in advance for emergency or exceptional circumstances). Laptops are only for note-taking purposes. Please feel free to leave the room quietly to make necessary/important phone call(s) or laptop use and return to class when you are done. There will be no “texting” or inappropriate internet usage during weekly lectures and in-class whole/small groups discussions.

Class participation (in-class discussions) are expected and count as part of your final grade (10 points).

All work need to be submitted ON THE DATE (s) as indicated in the syllabus or a 5 points deduction for each day after the specified due date(s) of each late assignment(s).

Administrative Requirements

1. Attendance and participation in learning activities (in class and outside of class) that includes discussion, role-play and simulations, individual and collaborative learning/problem solving processes.

2. All assignments are due on the day indicated in the course schedule. One point will be deducted for each day an assignment is late. Missed assignments cannot be made up and will result in a score of 0 (zero).

3. A grade of “incomplete” will be granted only if the student has:

a. Completed 75% of the course,

b. Earned a grade of “C” or better at the time the incomplete grade is requested

c. The requested incomplete grade for personal or academic reasons is deemed extraordinary by the instructor, and

d. The student and instructor must negotiate a due date for completion of the course assignments. If course requirements are not completed by the agreed upon date, the earned grade will be submitted. There is not grading penalty for completing the course by the agreed upon date.

4. All assignments MUST be typed and double-spaced. Work submitted should reflect college-level expectations in terms of scope, depth, writing mechanics, appearance, and APA 6th Edition style (where appropriate).

Grading Policy

________________________________________________________________

A 95 – 100 C 73 – 76

A- 90 – 94 C- 70 – 72

B+ 87 – 89 D+ 67 – 69

B 83 – 86 D 63 – 66

B- 80 – 82 D- 60 – 62

C+ 77 – 79 F 59 or less

Tentative Weekly Schedule (possible change with notice)

|Date |Topic |Readings |Assignments |

| | | | |

|Week 1 |Introduction/Introduction to Early Literacy |Consistent weekly reading is |Be sure to print a hard copy of the|

| |Skills Acquisition/Syllabus |required for meaningful |syllabus from Canvas to class |

|Aug 26 & 28 | |in-class discussions |during this first class meeting. |

| | | | |

|Week 2 |Foundations of Language and Literacy |Chapter 1 | |

| | | | |

|Sep 2 & 4 | | | |

| | | | |

|Week 3 |Oral Language Development |Chapter 2 | |

| | | | |

|Sep 9 & 11 | | | |

|Week 4 | | | |

| |Balanced Literacy Components |Chapter 3 | |

|Sep 16 & 18 |Family Literacy | | |

|Week 5 | | | |

| |Facilitating Early Language Learning |Chapter 4 |Literacy Unit Plan Progress Meeting|

|Sep 23 & 25 |Five Strands of Effective Reading Instruction | |1 |

|Week 6 | | | |

| |Emergent Literacy Strategies |Chapter 5 |Journal Review 1 DUE |

|Sep 30 & Oct 2 |Early Literacy Workshop 1 | | |

| | | |Early Literacy Workshop 1 |

|Week 7 | | | |

| |Teaching Early Reading and Writing |Chapter 6 |Parent Newsletter DUE |

|Oct 7 & 9 |Share/Discussion of Parent Newsletter in Small| | |

| |Groups | | |

|Week 8 | | | |

| |Study Guide/Review for Midterm Exam | | |

|Oct 14 & 16 |Group Discussions of Article Reviews/Practical| | |

| |Implications | | |

|Week 9 | | | |

| |Midterm Exam | |Midterm Exam |

|Oct 21 & 23 | | | |

| | | |Please bring your own paper and pen|

| | | |for the exam |

|Week 10 | | | |

| |Assessing Early Literacy: Finding Out What |Chapter 7 | |

|Oct 28 & 30 |Young Children Know and Can Do | | |

|Week 11 | | | |

| |Expanding the Foundation for Ongoing Literacy |Chapter 8 |Literacy Case Study DUE |

|Nov 4 & 6 |Learning | | |

| |Share/Discussion of Literacy Case Study in | | |

| |Small Groups | | |

|Week 12 | | | |

| |Comprehensive Reading Program: Teaching |Chapter 9 | |

|Nov 11 & 13 |Meaning and Skills | | |

|Week 13 | | | |

| |Creating Writers: Teaching Children to Write |Chapters 10 & 11 |Journal Review 2 DUE |

|Nov 18 & 20 |Well | | |

| |Teaching the Mechanical Skills of Writing | |Literacy Unit Plan Progress Meeting|

| | | |2 |

|Week 14 | | | |

| |Assessing Students’ Reading/Writing |Chapter 12 |Early Literacy Workshop 2 |

|Nov 25 & Dec 2 |Performances | | |

| |Early Literacy Workshop 2 | | |

|Week 15 | | | |

| |Study Guide/Review for Final Exam | |Literacy Unit Plan DUE |

|Dec 4 |Group Discussions of Article Reviews/Practical| | |

| |Implications | | |

| | | | |

| | | | |

|Week 16 |Final Exam | |Final Exam |

| | | | |

|Dec 9 & 11 | | |Please bring your own paper and pen|

| | | |for the exam |

|University Policies |

|Ethics and Academic Honesty- |

|As a student you have the right and duty to have this educational experience free of dishonesty. You are expected to conduct |

|yourself with the highest level of integrity. Complete academic honesty is expected in this course. Plagiarism on exams or written |

|assignments (including unauthorized collaboration) will result in a failing grade and may result in further action according to |

|University policy [PPM 6-22 IV D]. Additional information regarding students’ rights and responsibilities can be found in the |

|Student’s Code: |

| |

|Disability Accommodations/Services (ADA)- |

|“When students seek accommodation in a regularly scheduled course, they have the responsibility to make such requests at the Center|

|for Students with Disability before the beginning of the semester in which the accommodation is being requested. When a student |

|fails to make such arrangements, interim accommodations can be made by the instructor, pending the determination of the request for|

|a permanent accommodation” [PPM 3-34]. |

|Any student requiring accommodations or services due to disability must contact Services for Students with Disabilities (SSD) in |

|room 181 of the Student Services Center (801-626-6413). If a student has any physical disabilities or other concerns that will be |

|likely to require some accommodation on the part of the instructor, these must be made known to the instructor as soon as possible.|

|For additional information, go to the following URL: |

| |

|On-campus Assistance- |

|The Writing Center offers free assistance in the development and composition of papers. It is located in Elizabeth Hall Room #210 |

|(801-626-6463). The computer labs provide free use of computers. Their locations are: Library room 138, Building 4 room 505, |

|Science Lab room 288, Union Building SU 310, Social Science Building room 036, Wattis Building room 205, and on the Davis Campus |

|room D2 205. |

| |

|Emergency Closure- |

|If for any reason the university is forced to close for an extended period of time, we will conduct our class online via CANVAS. In|

|this case, you will receive communication from me through CANVAS and your Weber email. Please login into this course via the WSU |

|Online System to receive further instructions: |

| |

|CFLE Portfolio: If you plan on majoring in Family Studies, or think you may possibly major in Family Studies, you will need to save|

|all of your paperwork associated with this course for your Certified Family Life Educator Portfolio. |

| |

| |

|(Only include this policy for Family Studies courses which does include 4810 if it is a required course for Family Studies). |

|E-mail Policy: All e-mail messages received will be answered within 24 hours. If you do not receive a response within 24 hours, |

|please resend your e-mail. Students are required to use the mail.weber.edu e-mail account or the Canvas e-mail system when |

|communicating about academic records of any kind. |

LESSON PLAN FORMAT

Subject: __________________________________________________

Grade: _____________________________

Date: ______________________________

Lesson Title: ____________________________________________________________

Goal (s):

Objective (s):

Material (s):

Procedure / Method (s):

Simplification:

Extension:

Accommodation:

Adaptation:

Evaluation:

Parent Data for Case Report

(do not use real names.)

1. Student Data

Student’s Name:

Gender:

Date of Birth:

School:

Parent/Guardian:

Interviewer:

Dates of Interview:

2. Background Information

(Apply only if information is available)

• Family, Birth and Developmental History

• Social History

• Educational History

• Physical Factors

• General Behavior During Interview

3. Assessment and Evaluations

• List instruments administered

• Analysis and interpretation of each instrument

• Synthesis of all sources (evaluation)

4. Instructional Plan

Approaches/strategies/methods, and recommendations for classroom instruction and parental support.

Children’s Literacy Interview

Name___________________________ Age _____ Grade ______________

Gender ____________ School ________________________________

Examiner _________________________ Date _________________

1. What is reading?

2. Why do people read?

3. What is writing?

4. Why do people write?

5. A long time ago people couldn’t read or write. How do you think people came to invent reading and writing?

CHF 4810 Teaching Early Literacy Skills to Young Children with/without Special Needs

Unit Plan Rubric- Fall 2014

|Proficiency |Format |Completeness of Information |

| |(10 points possible) |(20 points possible) |

| | | |

| |Clear and logical sequence/order |Provides significant information |

| | | |

|Exceeds Expectations |Easy to follow |All major components are described and discussed;|

| | |goals and objectives, skills to be developed, |

| |Typed |content, lesson plans, evaluation, hands on |

| | |activities, developmentally appropriate activities |

| |Appropriate grammar and spelling | |

| | | |

| |Somewhat logical sequence/order |Provides significant information |

|Meets Expectations | | |

| |Difficult to follow |Major components are described and discussed with 5 |

| | |of the 7 identified criteria listed above complete in|

| |Typed |depth |

| | | |

| |Minimal grammar and spelling errors | |

| | | |

| |No logical sequence/order |Information is missing |

|Below Expectations | | |

| |Poor grammar and spelling |Major components are discussed with more than 5 of |

| | |the identified criteria listed above missing in the |

| | |description |

|Proficiency |Format/Organization |Completeness of Information |

| | |Answers at least 95% of total # of questions |

| |Consistent organization |correctly |

|TARGET |Consistent use of APA style |Uses a variety of sources/references (5 or more) |

| |Correct spelling and grammar |Presents comprehensive perspective |

| |References each answer to text, notes or outside |Synthesizes information and reaches conclusions |

| |readings |Answers all questions |

| | | |

| | |7 – 7.5 POINTS |

| |7 – 7.5 POINTS | |

| | | |

| |Occasional lapses of clarity in organization |Answered fewer than 80% of the questions correctly|

| |One or two spelling or grammar errors |At least 1/2 of the answers contain references |

|ACCEPTABLE |Inconsistent correct use of references |Uses less than 3 references |

| |Covered the required points in each answer |Answers are only partially responsive to questions|

| | | |

| |5.5 – 6.5 POINTS | |

| | |5.5 – 6.5 POINTS |

| | | |

| |Disorganized and difficult to follow |Answered fewer than 70% of questions correctly |

|UNACCEPTABLE |Minimal use of APA style |No reference to text or outside reading |

| |Many spelling and grammar errors |No synthesis of information from different sources|

| |No references or incorrect references |Numerous incomplete answers |

| |Did not answer all questions | |

| | |< 5 POINTS |

| |< 5 POINTS | |

CHF 4810 Exam Rubric-Fall 2014

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